Preservice training for secondary-school teachers in Japan has been criticized as inconsistent and ineffective and is seen to have little influence on their teaching repertoire. Early career teachers tend to be more strongly influenced by their experiences as students and their observation of senior teachers. However, they lack training in how to effectively observe lessons. In this study, we explored preservice teachers using classroom-observation rubrics while studying abroad as a method to encourage them to observe other teachers’ lessons more effectively. Results show that these preservice teachers noted aspects of their teacher’s classroom practice including flexibility in the pace and flow of the lesson, techniques for classroom management, and attention to students’ individual needs and progress. Results also indicate that the relatively simple intervention, introducing a classroom-observation rubric and encouraging discussion about it, was a catalyst for students to become reflective and critical observers of senior teachers’ classroom practice.
日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。
